Culminating Activity Flashcards
Lesson 1,2,3,4 according to the PPT
A _______is a ‘‘flat case for carrying papers and drawings’’
(Merriam Webster Dictionary 2015)’
Portfolio
_______are used by painters, architects, and other artists to showcase samples of their best work
Portfolio
_______ in education, on the other hand, contain samples or evidences of what students have learned in a particular subject area at a given time
Portfolio
A ________ is a purposeful, integrated collection of student work showing effort, progress, or achievement in one or more areas’’ (Belgrad, Burke, and Fogarty, 2008,2). It is also a ‘‘record of learning that focuses on students’ work and their reflections on the work’’ (Benson and Barnett, 1999,14). Indeed it is another way assessing student learning without the use of standardized tests and evaluation.
Portfolio
__________is a collection of a student’s best work in a given discipline or subject area. The student is the one who selects which work he/she considers best and why. (Four types)
a. Showcase Portfolio
A __________ demonstrate how a student developed particular skill or knowledge over time. It provides evidence of a student’s progress in a learning area. Unlike a showcase portfolio, you not only see a student’s best work, but also see the students journey toward achieving excellence in the given skill. (Four types)
b. Growth Portfolio
A __________ emphasizes how a student completed discipline-based procedures or processes. The projects documented usually represent tasks or skills that professionals in the field usually do in real life. (Four types)
c. Project Portfolio
An ________ is a collection of student work that represents achievement of the content and performance standards for a given course. (Four types)
d. Academic Portfolio or Standards-Based Portfolio
To showcase the student’s best work (within or outside class) that reflects achievement of learning goals in each of the specialized subjects under the HUMSS Strand.
PURPOSE OF PORTFOLIO
The student may creatively design the cover as long as it includes the following information: name of student, grade level, section, school year, name of school, and name of teacher. (Parts of Portfolio)
Cover Page
Checklist of requirements and self- assessment using the rubric provided. (Parts of Portfolio)
Portfolio Checklist and Self-Assessment
(Parts of Portfolio) no meaning in the ppt
Table of Contents
A narrative that provides a brief background of yourself and why you are making a portfolio. It must also describe the reasons and process you used in selecting the artifacts or works you have included in
your portfolio. Finally, it should include your all overall reflection and learning. (Parts of Portfolio)
Preface
(Presentation of Selected Work)
Identify the subject where each artifact belongs.
a. Subject
(Presentation of Selected Work)
The student’s best work may include actual student output or outside class; photo of a school presentation/performance; reflection paper; awards; commendations; etc. You may include memorabilia related to the main artifact you are presenting.
b. Artifacts
(Presentation of Selected Work)
Brief narrative describing what, when, where, how, and why of the chosen artifact.
c. Description of the Artifact
(Presentation of Selected Work)
Content or performance standard related to the artifact.
d. Learning Goals Reflected
(Presentation of Selected Work)
This may include your most significant learning or realization about yourself or the subject.
e. Reflection on the Artifact
Narrative that describes your dreams, goals, and aspirations for yourself for the next 10 years.
Personal Vision and Goals for the Future
This is the stage where students define the goal or
purpose of the portfolio. In this case, the purpose of the portfolio is
to showcase their best work and connect them to the course
standards. At this stage, the students also identify subtasks
necessary in developing the portfolio. They would also estimate the
time and resources available the project.
Projection
The student collects and retrieves as many evidences
or outputs from the course.
Collection
The student evaluates all of the artifacts gathered using
criteria appropriate for the purpose of the portfolio. In this case,
the criteria would focus on excellent artifacts that are aligned with
the standards of the course.
Selection
The student makes personal and academic insights
based on the artifacts gathered. This includes reflections for each artifact and reflections for the whole portfolio.
Reflection
Using the rubric or criteria provided by the teacher, the student evaluates the completed portfolio. A student enhances the portfolio in the areas he/she rated low.
Self-Assessment
Students share their portfolio with classmates, teachers, and even parents. They are also given the opportunity to provide feedback on the portfolio.
Connection and Presentation
________ can be information about the quantity or quality of a
group’s work, an assessment of effectiveness of the group’s task or activity, or evaluations of members’ individual performances.
Feedback
usually involves issues of effectiveness and appropriateness. Issues of quantity and quality of group output are the focus of task feedback.
Task and Procedural Feedback
It provides information on the processes the group used to arrive at its outcome. Is the brainstorming procedure effective for the group? Did group members plan sufficiently?
Procedural feedback
Feedback that focuses on specific group members is individual
feedback. This feedback may address the knowledge, skills, or attitudes a group member demonstrates or displays. A good place to start is with seven characteristics that affect an individual’s ability to be an effective group member (Larson & LaFasto, 1989).
Individual Feedback
Types of Feedback
- Descriptive Feedback
- Evaluative Feedback
- Prescriptive Feedback
Feedback that merely identifies or describes how a group member communicates is descriptive feedback. You may describe someone’s communicator style, or you may note that someone’s verbal communication and nonverbal communication suggest different meanings.
Descriptive Feedback
Feedback that goes beyond mere description and provides an
evaluation or assessment of the person who communicates is evaluative feedback.
Evaluative Feedback
Feedback that provides group members with advice about how they should act or communicate is prescriptive feedback. The feedback process is not a blaming process. Rather, it should be used as an awareness strategy, a learning tool, and a goal-setting strategy.
Prescriptive Feedback
Feedback that provides information about the group climate or
environmental or interaction dynamics within a relationship in the group is relational feedback. This feedback focuses group members’ attention on how well they are working together rather than on the procedures used to accomplish their tasks.
Rational Feedback
Feedback that focuses on specific group members is individual
feedback. This feedback may address the knowledge, skills, or attitudes a group member demonstrates or displays. A good place to start is with seven characteristics that affect an individual’s ability to be an effective group member (Larson & LaFasto, 1989).
Individual Feedback
At this level, feedback focuses on how well the group is performing. Have team members developed adequate skills for working together?
Group Feedback
